title: Can simulated practice learning improve clinical competence?
abstract: The area of simulation within education is fast developing, with many educational providers striving to keep up with current advances in technology. Evaluation of simulation learning appears overwhelmingly positive (Moule et al, 2008; McCaughey and Traynor, 2010; Hope et al, 2011). However, when looking to generate financial support to develop simulation practices within education,little evidence exists regarding its impact within clinical practice.This paper details the findings of a scoping exercise undertaken to ascertain current simulation practice within nursing curricula,in order to identity good practices and a clear evidence-base for embedding and using simulation to enhance education and practice.The project found overwhelming support for simulated learning from students and facilitators. However, it was highlighted that no clear guidance or strategies were universally used to effectively incorporate simulation within curricula, nor to evaluate or audit its effect upon student competency within clinical practice. Further evidence to support the implementation of simulation within nurse education is therefore required to ensure effective implementation and transferability of learning into clinical care settings.
authors.affiliation: Staffordshire University, UK.
authors.forename: Ruth
authors.initials: R
authors.lastname: Handley
authors.forename: Natalie
authors.initials: N
authors.lastname: Dodge
mesh_terms: D003162:Competency-Based Education / Q000379:methods*; D004506:Education, Nursing / Q000379:methods*; D006801:Humans; D007373:Interinstitutional Relations; D015397:Program Evaluation; D006113:United Kingdom